AP® U.S. History State Alignment Guide:
Texas
Prepared by Texas state teachers and educators for the College Board, June 2012
Introduction
®
This document is designed to provide a starting point for Texas teachers who are looking for commonalities and alignment between the new AP U.S. History
Curriculum Framework (APCF) and the Texas Essential Knowledge and Skills (TEKS). The goal of the AP U.S. History framework is to allow teachers to have
some flexibility in how they approach their treatment of U.S, history. To that end, the framework is organized around key concepts, allowing teachers to flesh out
those concepts with illustrative details that fit the needs of their classroom. The TEKS, on the other hand, tend to focus more on the details that should be included
in Texas classrooms, rather than establishing larger historical themes. Much of this document is devoted to helping teachers establish how the details that the
state of Texas requires fit into the thematic and curricular framework of the new AP US History model.
Thematic Objectives
Among the new elements included in the AP U.S. History Curriculum Framework are seven overarching themes that serve to organize the curriculum and help
students recognize broad trends and processes that have emerged over centuries of U.S. history. Teachers can refer to the framework for specific learning
objectives associated with these themes. Below you will find brief descriptions of each of the seven themes along with descriptions of how these themes are
present in the TEKS.
Identity (ID)
In the AP U.S. History Curriculum Framework, this theme focuses on the formation of both American national identity and on the formation of group
identities in U.S. history. Within the TEKS, discussion of “identity” begins in earnest with discussion of the Founding Documents. From there, the theme of
identity is developed domestically and internationally. Domestically, “identity” is developed in the TEKS by tracing the major developments in trends of
urbanization and the pursuit of civil rights for historically underrepresented groups beginning in the Progressive Era, continuing into the 1920s and 1930s,
rapidly expanding in the 1950s and 1960s, and ending with discussion of how historically underrepresented groups (as embodied by figures like Oprah
Winfrey and Sonia Sotomayor) are playing a major role in American society now.
Work, Exchange, and Technology (WXT)
In the APCF, this theme focuses on the development of the American economy, encouraging students to examine ways that different economic and
labor systems, technological innovations, and government policies have shaped American society. Within the TEKS, this begins by discussing the
foundations of the American free market system with the beginning of the Republic. From there, the TEKS focus on how the changing nature of the
economy changed the nature of work and led to changes in the nature of government. This is especially prominent in the TEKS’ discussion of how the rise
of the new technologies and a new economy in the Gilded Age led to changes in both labor and government during the Progressive Era, and how the new
technologies and economy of the 1920s led to changes for the American worker and a growing role for government during the 1930s.
1
In the post-World War II era, particular attention is paid to the role that technology and energy have played in redefining the American economy, and how
that has led to significant social change, like the demise of the Rust Belt and the rise of the Sunbelt. The TEKS also pay particular attention to the growing
role of globalization as an influence in American economic development.
Peopling (PEO)
Within the APCF, this theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social
and physical environments. In addition, students should be able to explain how changes in migration and population patterns have affected American social,
political, and cultural life. To that end, the TEKS require students to be able to compare and contrast the experiences of immigrants in the early stages of the
“Second Wave” of immigration (Eastern and Southern Europeans) during the Gilded Age with those in the later stages of the “Second Wave” in the 1920s.
The TEKS also require students to be able to discuss the experiences and impact of “Third Wave” immigrants from Latin America and Asia in the post-World
War II era.
The TEKS emphasize the contributions of Hispanic and African Americans, who have historically made up a significant proportion of the population of
Texas. In addition, the TEKS emphasize the role that geography has played in the settlement patterns of people in Texas, ranging from the influence of the
Great Plains and Native peoples on settlement and agriculture to the impact of Hurricane Katrina.
Politics and Power (POL)
According to the APCF, students should examine ongoing debates over the role of government and be able to trace the evolution of that role over the
course of U.S. history. This should include the evolution of the relationships among the federal, state, and local governments and the roles of the different
branches of government. It should also include the changing relationships between the American people, subpopulations within American society, and the
state.
This is one of the most heavily emphasized themes in the TEKS. Students should be well-versed in the Founding Documents and the philosophical
underpinnings of American government. From there, students should be able to explain the changes in suffrage and government that came from domestic
issues like Reconstruction, the Progressive Era, the New Deal, and the various movements for civil rights, as well as foreign issues like the Spanish
American War, the World Wars, the Cold War, and the War on Terror. Students should also be able to discuss the debates over the role of the American
government and be able to discuss the impact of different groups on both ideological sides of these debates.
America in the World (WOR)
In the APCF, students are encouraged to focus on the global context in which the United States originated and developed, as well as the influence of the
U.S. on world affairs. Students are also required to investigate how American foreign policies and military actions have affected the rest of the world as well
as social issues within the U.S. itself.
Internationally, the TEKS trace the way in which America has positioned itself as a leader on the world stage. This begins in earnest with the Spanish
American War, continues with the two World Wars, and expands with discussion of America’s role as a world leader during the Cold War. Students should
be able to explain how America arose as both a military and economic power. In addition, students should be able to trace America’s contributions to both
World Wars, America’s rise to the position of a superpower and world leader in the post-war era, and the impact that these events had on the American
people at home.
Environment and Geography – Physical and Human (ENV)
This theme examines the role that environment, geography, and climate have played in Americans’ efforts to make lives for themselves and develop the
nation. According the APCF, students should investigate efforts to preserve, manage, or exploit natural and man-made environments, as well as the
historical contexts within which interactions with the environment have taken place. Students should be able to explain how different groups interacted with
the environment, and how that led to debates over the use and control of the environment and natural resources.
2
While this is an important element in U.S. history, there are fewer objectives associate with this theme in both the APCF and the TEKS. Within the
context of the TEKS, students should be able to explain how the environment and the availability of natural resources impacted social and economic
development in particular. To that end, the TEKS emphasize the role of the environment in the late nineteenth century and the late twentieth century more
than in most places. Students should also be able to discuss movements promoting preservation or conservation of natural resources in both of those time
periods and the debates over the role of government regulation and private property rights as well.
Ideas, Beliefs, and Culture (CUL)
This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. These elements would
include aesthetic, moral, religious, scientific, and philosophical principles; how the expression of these ideas has impacted American society, culture, and
politics; and how these ideas themselves have changed over the course of U.S. history. Students should also be able to explain the causes and effects of
clashes between groups who have held different ideas within different time periods.
Within the context of the TEKS, students should be able to explain how the Founding Documents embody “American values” at the founding of the
Republic and explain the extent to which American interpretation of those ideas has evolved over the course of US history. Students should also be able to
explain the contributions of different groups to the expanding mosaic of American culture, as embodied by Tin Pan Alley, the Harlem Renaissance, the
Chicano mural movement, and country and western music. Students should refer to the TEKS for specific examples of artists and contributors with ties to
Texas.
Periodization
The chart below was designed to demonstrate how the individual elements of the TEKS align with the time periods set forth in the AP US History Curriculum
Framework. The TEKS prescribe a more specific body of knowledge that Texas students are required to learn than what is included in the more conceptual AP
model. As teachers build their AP U.S. history lessons, they should be sure to include the more specific, detailed information required by the Texas curriculum.
The chart outlines the objectives set forth in the APCF along with corresponding thematic objectives and the correlating elements from the TEKS. The curriculum
elements that are included in the TEKS as “illustrative” examples (“such as”) have been italicized in the chart below; non-italicized elements should be treated as
required for student mastery in U.S. history in Texas. The “Teaching Implications” section of the chart is included to make teachers aware of items that are
explicitly mentioned in the TEKS, but not in the AP curriculum.
The APCF is broken into nine historical periods. The most obvious difference between the APCF and the TEKS is that the TEKS begin, essentially, with 1877.
While this precludes the first five time periods set forth in the APCF, there are some important concepts that teachers should include in their AP classes in order to
fulfill Texas state requirements. Those elements are included in a broad pre-1877 section in the chart. Teachers can refer to the APCF for more detailed
information on all nine time periods in the new curriculum.
3
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
Pre-1877
3.2.I
3.2.II
4.1.III
5.3.III
ID-1
POL-5
WOR-2
CUL-4
WXT-6
POL-5
WOR-5
1
1
1
ID-1
ID-5
CUL-2
CUL-5
22
POL-6
9
22
Texas Required Content Knowledge and Skills
Students will be able to
(A) analyze and evaluate the text, intent, meaning, and
importance of the Declaration of Independence and the U.S.
Constitution, including the Bill of Rights, and identify the full text of
the first three paragraphs of the Declaration of Independence
(B) analyze and evaluate the application of these founding
principles to historical events in U.S. history
(C) explain the contributions of the Founding Fathers such as
Benjamin Rush, John Hancock, John Jay, John Witherspoon,
John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull
Sr.
(A) discuss Alexis de Tocqueville's five values crucial to
America's success as a constitutional republic: liberty,
egalitarianism, individualism, populism, and laissez-faire
(B) describe how the American values identified by Alexis de
Tocqueville are different and unique from those of other nations
(A) trace the historical development of the civil rights movement in
the 19th, 20th, and 21st centuries, including the 13th, 14th,
15th…amendments
Teaching Implications
Elements of the TEKS not specifically mentioned in
the AP US history framework are listed below:
The first three paragraphs of the Declaration of
Independence
Benjamin Rush
John Hancock
John Jay
John Witherspoon
John Peter Muhlenberg
Charles Carroll
Jonathan Trumbull Sr.
Alexis de Tocqueville and his five values:
Liberty
Egalitarianism
Individualism
Populism
Laissez-faire
Klondike Gold Rush
Period 6: 1865-1898
3
5
6
15
6.1.I
WXT-6
WOR-3
CUL-3
CUL-5
3
In general…
(3) History. The student understands the political, economic, and
social changes in the United States from 1877 to 1898.
(5) History. The student understands the effects of reform and
third-party movements in the early 20th century.
(15) Economics. The student understands domestic and foreign
issues related to U.S. economic growth from the 1870s to 1920.
Students will be able to
(B) analyze economic issues such as industrialization, the growth
of railroads, the growth of labor unions, farm issues, the cattle
industry boom, the rise of entrepreneurship, free enterprise, and
the pros and cons of big business
4
Period 6 at a Glance: The transformation of the
United States from an agricultural to an
increasingly industrialized and urbanized society
brought about significant economic, political,
diplomatic, social, environmental, and cultural
changes.
Elements of the TEKS not specifically mentioned in
the AP US history framework are listed below:
Cattle industry boom
Free enterprise
Frances Willard
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AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
15
24
27
6.1.III
WXT-3
PEO-3
PEO-5
POL-5
ENV-5
5
14
3
3
6.2.I
PEO-2
PEO-3
PEO-6
POL-3
13
26
26
6.2.II
PEO-4
POL-6
ENV-5
12
3
6.3.I
ID-2
ID-6
WXT-3
POL-6
5
15
Texas Required Content Knowledge and Skills
(A) describe how the economic impact of the Transcontinental
Railroad and the Homestead Act contributed to the close of the
frontier in the late 19th century
(B) evaluate the contributions of significant political and social
leaders in the United States such as Andrew Carnegie…
(A) explain the effects of scientific discoveries and technological
innovations such as electric power [and] steel production… on the
economic development of the United States
(C) evaluate the impact of third parties, including the Populist and
Progressive parties.
(B) identify the roles of governmental entities and private citizens
in managing the environment such as the establishment of the
National Park System…
(C) analyze social issues affecting women, minorities, children,
immigrants, urbanization, the Social Gospel, and philanthropy of
industrialists
(D) describe the optimism of the many immigrants who sought a
better life in America.
(A) analyze the causes and effects of changing demographic
patterns resulting from migration within the United States,
including western expansion…
(D) identify the political, social, and economic contributions of
women such as Frances Willard [and] Jane Addams to American
society
(B) discuss the Americanization movement to assimilate
immigrants and American Indians into American culture
(A) analyze the impact of physical and human geographic factors
on the settlement of the Great Plains [and] the Klondike Gold
Rush
(A) analyze political issues such as Indian policies, the growth of
political machines, civil service reform, and the beginnings of
Populism
(A) evaluate the impact of Progressive Era reforms, including
initiative, referendum, recall, and the passage of the 16th, 17th,
18th, and 19th amendments
(B) describe the changing relationship between the federal
government and private business, including the costs and
5
Teaching Implications
Jane Addams
Civil service reform – recall
Muckrakers:
Upton Sinclair
Susan B. Anthony
W.E.B. DuBois
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
15
21
6.3.II
ID-6
CUL-3
CUL-5
5
Period 7: 1890-1945
4
6
7
7
16
17
7.1.I
ID-7
WXT-3
WXT-5
WOR-3
16
16
14
7.1.II
WXT-7
WXT-8
POL-3
ENV-5
15
19
23
Texas Required Content Knowledge and Skills
benefits of laissez-faire,[and] the Interstate Commerce Act…
(C) explain how foreign policies affected economic issues such as
the Chinese Exclusion Act of 1882
(A) analyze the effects of landmark U.S. Supreme Court
decisions… such as…Plessy v. Ferguson
(B) evaluate the impact of muckrakers and reform leaders such
as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B.
DuBois on American society
In general…
(4) History. The student understands the emergence of the United
States as a world power between 1898 and 1920.
(6) History. The student understands significant events, social
issues, and individuals of the 1920s.
(7) History. The student understands the domestic and
international impact of U.S. participation in World War II.
(16) Economics. The student understands significant economic
developments between World War I and World War II.
(17) Economics. The student understands the economic effects of
World War II and the Cold War.
Students will be able to
(A) analyze causes of economic growth and prosperity in the
1920s, including Warren Harding's Return to Normalcy, reduced
taxes, and increased production efficiencies
(B) identify the causes of the Great Depression, including the
impact of tariffs on world trade, stock market speculation, bank
failures, and the monetary policy of the Federal Reserve System
(C) understand the effects of governmental actions on individuals,
industries, and communities, including the impact on Fifth
Amendment property rights.
(E) describe the emergence of monetary policy in the United
States, including the Federal Reserve Act of 1913…
(B) explain constitutional issues raised by federal government
policy changes during times of significant events, including World
War I [and] World War II…
(B) evaluate various means of achieving equality of political
th
rights, including the 19 amendment… and congressional acts
such as the American Indian Citizenship Act of 1924
6
Teaching Implications
Period 7 At a Glance: An increasingly pluralistic
United States faced profound domestic and global
challenges, debated the proper degree of
government activism, and sought to define its
international role.
Elements of the TEKS not specifically mentioned in
the APUSH framework are listed below:
Harding’s Return to Normalcy
Reduced taxes
Impact of tariffs
Stock market speculation
Bank failures
th
Impact on 5 Amendment property rights
th
19 Amendment
American Indian Citizenship Act of 1924
Securities and Exchange Commission
Teapot Dome scandal
Tin Pan Alley
Social Darwinism
Eugenics
Red Scare
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
16
16
7.1.III
ID-3
WXT-8
POL-2
POL-4
19
19
20
13
7.2.I
ID-8
WXT-3
WXT-5
CUL-3
CUL-6
CUL-7
19
25
7.2.I&II
7.2.II &
7.3.I
WXT-6
PEO-2
PEO-6
PEO-7
POL-7
WOR-4
WXT-6
PEO-6
PEO-7
POL-6
6
6
15
Texas Required Content Knowledge and Skills
(D) compare the New Deal policies and its opponents'
approaches to resolving the economic effects of the Great
Depression
(E) describe how various New Deal agencies and programs,
including the Federal Deposit Insurance Corporation, the
Securities and Exchange Commission, and the Social Security
Administration, continue to affect the lives of U.S. citizens.
(B) explain constitutional issues raised by federal government
policy changes during times of significant events, including… the
Great Depression…
(A) evaluate the impact of New Deal legislation on the historical
roles of state and federal government
(B) evaluate the impact of relationships among the legislative,
executive, and judicial branches of government, including Franklin
D. Roosevelt's attempt to increase the number of U.S. Supreme
Court justices…
(A) analyze the causes and effects of changing demographic
patterns resulting from migration within the United States,
including…rural to urban [and] the Great Migration…
(C) describe the effects of political scandals, including Teapot
Dome… on the views of U.S. citizens concerning trust in the
federal government and its leaders;
(B) describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such
as Tin Pan Alley [and] the Harlem Renaissance… on American
society;
(A) analyze causes and effects of events and social issues such
as immigration, Social Darwinism, eugenics, race relations,
nativism, the Red Scare, Prohibition, and the changing role of
women
(B) analyze the impact of significant individuals such as Clarence
Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss,
Marcus Garvey, and Charles A. Lindbergh.
(B) describe the changing relationship between the federal
government and private business, including the costs and
benefits of… anti-trust acts… and the Pure Food and Drug Act
7
Teaching Implications
Prohibition
Clarence Darrow
William Jennings Bryan
Henry Ford
Glenn Curtiss
Marcus Garvey
Charles Lindbergh
Anti-trust acts
Pure Food and Drug Act
Henry Cabot Lodge
Alfred T. Mahan
Theodore Roosevelt
Sanford B. Dole
Guam, Hawaii, Philippines, Puerto Rico
Open Door Policy
Panama Canal
General John J. Pershing
Technological innovations in WWI (machine guns,
airplanes, tanks, poison gas, and trench warfare)
Fourteen Points
Battle of Argonne Forest
Vernon J. Baker
Alvin York
Roy Benavidez
Dust Bowl
Rationing
Domestic and international leadership of FDR and
Truman during WWII
US Office of War Information
Holocaust
Internment of German and Italian Americans
Executive Order 9066
Battle of Midway
Island-hopping
Bataan Death March
D-Day
Liberating concentration camps
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
12
7.2.III
ID-8
PEO-3
WOR-4
16
4
7.3.I
POL-6
WOR-6
WOR-7
ENV-5
4
12
15
15
4
4
7.3.II
ID-3
ID-6
POL-6
WOR-4
WOR-7
4
4
4
26
7.3.III
ID-3
7
Texas Required Content Knowledge and Skills
(A) analyze the impact of physical and human geographic factors
on the settlement of the… the Dust Bowl
(C) analyze the effects of the Great Depression on the U.S.
economy and society such as widespread unemployment and
deportation and repatriation of people of European and Mexican
heritage and others
(A) explain why significant events, policies, and individuals such
as the Spanish-American War, U.S. expansionism, Henry Cabot
Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B.
Dole, and missionaries moved the United States into the position
of a world power;
(B) evaluate American expansionism, including acquisitions such
as Guam, Hawaii, the Philippines, and Puerto Rico;
(A) analyze the impact of physical and human geographic factors
on the settlement of the…the Panama Canal
(C) explain how foreign policies affected economic issues such
as… the Open Door Policy, Dollar Diplomacy, and immigration
quotas
(D) describe the economic effects of international military
conflicts, including the Spanish-American War and World War I,
on the United States
(C) identify the causes of World War I and reasons for U.S. entry
(D) understand the contributions of the American Expeditionary
Forces (AEF) led by General John J. Pershing
(E) analyze the impact of significant technological innovations in
World War I such as machine guns, airplanes, tanks, poison gas,
and trench warfare that resulted in the stalemate on the Western
Front
(F) analyze major issues such as isolationism and neutrality
raised by U.S. involvement in World War I, Woodrow Wilson's
Fourteen Points, and the Treaty of Versailles
(G) analyze significant events such as the Battle of Argonne
Forest
(F) discuss the importance of congressional Medal of Honor
recipients, including individuals of all races and genders such as
Vernon J. Baker, Alvin York, and Roy Benavidez.
(A) identify reasons for U.S. involvement in World War II,
8
Teaching Implications
Omar Bradley, Dwight Eisenhower, Douglas
MacArthur, Chester Nimitz, George Marshall,
George Patton
Military enlistment, volunteerism
War bonds
Victory gardens
Tuskegee Airmen
Flying Tigers
Navajo Code Talkers
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
ID-6
POL-5
WOR-4
WOR-7
7
7
7
7
7
7
17
19
Period 8: 1945-1980
8
8
Texas Required Content Knowledge and Skills
including Italian, German, and Japanese dictatorships and their
aggression, especially the attack on Pearl Harbor
(B) evaluate the domestic and international leadership of Franklin
D. Roosevelt and Harry Truman during World War II, including the
U.S. relationship with its allies and domestic industry's rapid
mobilization for the war effort
(C) analyze the function of the U.S. Office of War Information
(D) analyze major issues of World War II, including the Holocaust;
the internment of German, Italian, and Japanese Americans and
Executive Order 9066; and the development of conventional and
atomic weapons;
(E) analyze major military events of World War II, including the
Battle of Midway, the U.S. military advancement through the
Pacific Islands, the Bataan Death March, the invasion of
Normandy, fighting the war on multiple fronts, and the liberation of
concentration camps
(F) evaluate the military contributions of leaders during World War
II, including Omar Bradley, Dwight Eisenhower, Douglas
MacArthur, Chester A. Nimitz, George Marshall, and George
Patton
(G) explain the home front and how American patriotism inspired
exceptional actions by citizens and military personnel, including
high levels of military enlistment; volunteerism; the purchase of
war bonds; Victory Gardens; the bravery and contributions of the
Tuskegee Airmen, the Flying Tigers, and the Navajo Code
Talkers; and opportunities and obstacles for women and ethnic
minorities.
(A) describe the economic effects of World War II on the home
front such as the end of the Great Depression, rationing, and
increased opportunity for women and minority employment
(B) explain constitutional issues raised by federal government
policy changes during times of significant events, including…
World War II…
In general…
(8) History. The student understands the impact of significant
national and international decisions and conflicts in the Cold War
on the United States. :
9
Teaching Implications
Period 8 At a Glance: After World War II, the
United States grappled with prosperity and
unfamiliar international responsibilities, while
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
9
10
8.1.I
WOR-4
WOR-7
WOR-8
8
10
8.1.II
WOR-3
WOR-7
WOR-8
10
8
8
8
8.1.III
ID-3
POL-7
WOR-4
CUL-5
8
8
20
26
8.2.I
ID-6
9
Texas Required Content Knowledge and Skills
(9) History. The student understands the impact of the American
civil rights movement.
(10) History. The student understands the impact of political,
economic, and social factors in the U.S. role in the world from the
1970s through 1990.
Students will be able to
(A) describe U.S. responses to Soviet aggression after World War
II, including the Truman Doctrine, the Marshall Plan, the North
Atlantic Treaty Organization, the Berlin airlift, and John F.
Kennedy's role in the Cuban Missile Crisis
(A) describe Richard M. Nixon's leadership in the normalization of
relations with China and the policy of détente
(D) describe U.S. involvement in the Middle East such as support
for Israel, the Camp David Accords, the Iran-Contra Affair,
Marines in Lebanon, and the Iran Hostage Crisis
(B) describe how Cold War tensions were intensified by the arms
race, the space race, McCarthyism, and the House Un-American
Activities Committee (HUAC), the findings of which were
confirmed by the Venona Papers
(C) explain reasons and outcomes for U.S. involvement in the
Korean War and its relationship to the containment policy
(D) explain reasons and outcomes for U.S. involvement in foreign
countries and their relationship to the Domino Theory, including
the Vietnam War
(E) analyze the major issues and events of the Vietnam War such
as the Tet Offensive, the escalation of forces, Vietnamization, and
the fall of Saigon
(F) describe the responses to the Vietnam War such as the draft,
the 26th Amendment, the role of the media, the credibility gap,
the silent majority, and the anti-war movement.
(A) describe the impact of events such as the Gulf of Tonkin
Resolution and the War Powers Act on the relationship between
the legislative and executive branches of government
(E) discuss the meaning and historical significance of the mottos
"E Pluribus Unum" and "In God We Trust"
(A) trace the historical development of the civil rights movement in
10
Teaching Implications
struggling to live up to its ideals.
Elements of the TEKS not specifically mentioned in
the APUSH framework are listed below:
Truman Doctrine
Marshall Plan
Berlin Airlift
Cuban Missile Crisis
arms race
McCarthyism
HUAC
Venona Papers
domino theory
Tet Offensive
troop escalation
Vietnamization
fall of Saigon
draft
th
26 Amendment
media and the war in Vietnam
credibility gap
silent majority
some specific civil rights organizations
Martin Luther King Jr.
Cesar Chavez
Rosa Parks
Hector P. Garcia
Betty Friedan
Black Panthers
I Have a Dream speech
Letter from Birmingham Jail
desegregation of armed forces
Civil Rights Act of 1957
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
POL-3
POL-4
PEO-3
9
9
9
9
9
21
23
25
24
9
8.2.II
ID-8
9
Texas Required Content Knowledge and Skills
the 19th, 20th, and 21st centuries, including… and 19th
amendment
(E) discuss the impact of the writings of Martin Luther King Jr.
such as his "I Have a Dream" speech and "Letter from
Birmingham Jail" on the civil rights movement
(F) describe presidential actions and congressional votes to
address minority rights in the United States, including
desegregation of the armed forces, the Civil Rights acts of 1957
and 1964, and the Voting Rights Act of 1965
(G) describe the role of individuals such as governors George
Wallace, Orval Faubus, and Lester Maddox and groups, including
the Congressional bloc of southern Democrats, that sought to
maintain the status quo
(H) evaluate changes and events in the United States that have
resulted from the civil rights movement, including increased
participation of minorities in the political process
(I) describe how litigation such as the landmark cases of Brown v.
Board of Education, Mendez v. Westminster, Hernandez v.
Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and
Sweatt v. Painter played a role in protecting the rights of the
minority during the civil rights movement.
(A) analyze the effects of landmark U.S. Supreme Court
decisions, including Brown v. Board of Education, and other U.S.
Supreme Court decisions such as…Hernandez v. Texas, Tinker
v. Des Moines, Wisconsin v. Yoder, and White v. Regester
(B) evaluate various means of achieving equality of political
rights, including the… 24th, and 26th amendments…
(B) describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such
as… the Chicano Mural Movement… on American society
(B) evaluate the contributions of significant political and social
leaders in the United States such as…Thurgood Marshal…
(D) compare and contrast the approach taken by some civil rights
groups such as the Black Panthers with the nonviolent approach
of Martin Luther King Jr.
(B) describe the roles of political organizations that promoted civil
11
Teaching Implications
Voting Rights Act of 1965
George Wallace
Orville Faubus
Lester Maddox
Southern congressional Democrats
increased minority participation in political process
Mendez v. Westminster
Hernandez v. Texas
Delgado v. Bastrop ISD
Edgewood ISD V. Kirby
Sweatt v. Painter
Nixon, China, and Détente
energy issues
Phyllis Schlafly
Contract with America
Heritage Foundation
Moral Majority
National Rifle Accusation
Medicare
Rust Belt
Environmental Protection Agency
Endangered Species Act
Fifth Amendment property rights
baby boom
GI Bill
Defense spending, business cycle, and
educational priorities
affirmative action
Title IX
U.S. trade policies and OPEC
constitutional issues in the 1960s
Watergate
Community Investment Act of 1977
U.S. participation in international treaties
War Powers Act
Hernandez v. Texas
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
POL-3
9
26
8.2.III
POL-2
POL-5
POL-7
CUL-6
17
19
27
13
15
8.3.I
WXT-3
WXT-5
CUL-5
CUL-6
CUL-7
17
17
27
Texas Required Content Knowledge and Skills
rights, including ones from African American, Chicano, American
Indian, women's, and other civil rights movements
(C) identify the roles of significant leaders who supported various
rights movements, including Martin Luther King Jr., Cesar
Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan
(D) identify the political, social, and economic contributions of
women such as… Eleanor Roosevelt, [and] Dolores Huerta… to
American society
(D) identify actions of government and the private sector such as
the Great Society, affirmative action, and Title IX to create
economic opportunities for citizens and analyze the unintended
consequences of each
(B) explain constitutional issues raised by federal government
policy changes during times of significant events, including… the
1960s
(A) explain the effects of scientific discoveries and technological
innovations such as… telephone and satellite communications
[and] petroleum-based products… on the economic development
of the United States
(A) analyze the causes and effects of changing demographic
patterns resulting from migration within the United States,
including…the Rust Belt to the Sun Belt
(E) describe the emergence of monetary policy in the United
States, including… the shifting trend from a gold standard to fiat
money.
(B) identify the causes of prosperity in the 1950s, including the
Baby Boom and the impact of the GI Bill (Servicemen's
Readjustment Act of 1944), and the effects of prosperity in the
1950s such as increased consumption and the growth of
agriculture and business
(C) describe the economic impact of defense spending on the
business cycle and education priorities from 1945 to the 1990s
(C) understand the impact of technological and management
innovations and their applications in the workplace and the
resulting productivity enhancements for business and labor such
as assembly line manufacturing, time-study analysis, robotics,
12
Teaching Implications
Tinker v. Des Moines
Wisconsin v. Yoder
White v. Register
th
th
24 and 26 Amendments
Thurgood Marshall
Billy Graham
Barry Goldwater
Beat Generation
The arts: Beat Generation, rock and roll, Chicano
Mural Movement, country and western music
Dolores Huerta
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
28
25
8.3.II
WXT-8
PEO-2
PEO-3
PEO-7
ENV-5
10
14
Period 9: 1980-Present
18
9
11
10
11
9.1.I
POL-3
19
24
9.1.II
WXT-8
POL-4
10
20
Texas Required Content Knowledge and Skills
computer management, and just-in-time inventory management.
(B) explain how space technology and exploration improve the
quality of life
(B) describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such
as… the Beat Generation, rock and roll… and country and
western music on American society
(C) compare the impact of energy on the American way of life
over time
(B) identify the roles of governmental entities and private citizens
in managing the environment such as the establishment of… the
Environmental Protection Agency (EPA), and the Endangered
Species Act
In general…
(18) Economics. The student understands the economic effects of
increased worldwide interdependence as the United States enters
the 21st century.
(11) History. The student understands the emerging political,
economic, and social issues of the United States from the 1990s
into the 21st century.
Students will be able to
(F) describe significant societal issues of this time period.
(F) discuss the solvency of long-term entitlement programs such
as Social Security and Medicare.
(C) describe the effects of political scandals, including…
Watergate, and Bill Clinton's impeachment, on the views of U.S.
citizens concerning trust in the federal government and its leaders
(B) evaluate the contributions of significant political and social
leaders in the United States such as… Billy Graham, Barry
Goldwater, Sandra Day O'Connor, and Hillary Clinton.
(E) describe the causes and key organizations and individuals of
the conservative resurgence of the 1980s and 1990s, including
Phyllis Schlafly, the Contract with America, the Heritage
Foundation, the Moral Majority, and the National Rifle Association
(B) evaluate the impact of relationships among the legislative,
13
Teaching Implications
Period 9 At a Glance: As the United States
transitioned to a new century filled with challenges
and possibilities, it experienced renewed
ideological and cultural debates, sought to redefine
its foreign policy, and adapted to economic
globalization and revolutionary changes in science
and technology.
Elements of the TEKS not specifically mentioned in
the AP US history framework are listed below:
Social Security
Watergate
Bill Clinton’s impeachment
Billy Graham
Barry Goldwater
Sandra Day O’Connor
Hillary Clinton
Phyllis Schlafly
The Heritage Foundation
Moral Majority
National Rifle Association
Presidential election of 2000
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
9.1.II, 9.2.I
POL-4
WOR-7
10
9.2.I&II
WOR-7
11
§113.41(c)
19
9.2.II
POL-7
WOR-7
WOR-8
19
11
18
18
9.3.I
WXT-3
WOR-3
ENV-5
CUL-7
19
27
28
71
Texas Required Content Knowledge and Skills
executive, and judicial branches of government, including… the
presidential election of 2000.
(B) describe Ronald Reagan's leadership in domestic and
international policies, including Reaganomics and Peace Through
Strength
(A) describe U.S. involvement in world affairs, including the end of
the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and
the global War on Terror
(B) explain constitutional issues raised by federal government
policy changes during times of significant events, including… 9/11
(D) discuss the role of contemporary government legislation in the
private and public sectors such as the Community Reinvestment
Act of 1977, USA PATRIOT Act of 2001, and the American
Recovery and Reinvestment Act of 2009
(C) evaluate efforts by global organizations to undermine U.S.
sovereignty through the use of treaties
(A) discuss the role of American entrepreneurs such as Bill
Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa,
and millions of small business entrepreneurs who achieved the
American dream; and
(B) identify the impact of international events, multinational
corporations, government policies, and individuals on the 21st
century economy.
(E) evaluate the pros and cons of U.S. participation in
international organizations and treaties.
(A) explain the effects of scientific discoveries and technological
innovations such as… computers on the economic development
of the United States;
(C) understand how the free enterprise system drives
technological innovation and its application in the marketplace
such as cell phones, inexpensive personal computers, and global
positioning products.
(E) describe the dynamic relationship between U.S. international
trade policies and the U.S. free enterprise system such as the
Organization of Petroleum Exporting Countries (OPEC) oil
embargo, the General Agreement of Tariffs and Trade (GATT),
and the North American Free Trade Agreement (NAFTA).
14
Teaching Implications
Reagonomics
Peace Through Strength
Persian Gulf War
Balkans Crisis
Community Reinvestment Act of 1977
USA Patriot Act of 2001
American Recovery and Reinvestment Act of 2009
Efforts by global organizations to undermine U.S.
sovereignty through the use of treaties
Bill Gates
Sam Walton
Estee Lauder
Robert Johnson
Lionel Sosa
Millions of small business entrepreneurs who
achieved the American dream
Impact of international events, multinational
corporations, government policies, and individuals
st
on the 21 century economy
Pros and cons of U.S. participation in international
organizations
Cell phones
Global positioning products
Organization of Petroleum Exporting Countries
(OPEC) oil embargo
General Agreement of Tariffs and Trade (GATT)
North American Free Trade Agreement (NAFTA)
2008 presidential election
Levee failure in New Orleans
Hurricane Katrina
Sonia Sotomayor
Oprah Winfrey
®
AP US
History
Essential
Knowledge
and Skills
AP US
History
Thematic
Objectives
Correlating
TEKS
§113.41(c)
11
ID-6
ID-7
PEO-2
PEO-3
PEO-7
9.3.II
12
26
Texas Required Content Knowledge and Skills
(E) discuss the historical significance of the 2008 presidential
election
(A) analyze the impact of physical and human geographic factors
on… the levee failure in New Orleans after Hurricane Katrina
(D) identify the political, social, and economic contributions of
women such as… Sonia Sotomayor and Oprah Winfrey to
American society;
Teaching Implications
Skills
Both the AP US History Curriculum Framework and the TEKS contain certain skills that students should develop as part of their understanding of history.
Elements of the TEKS that were not limited to one time period, or that addressed issues that stretch across time periods are addressed below as part of the larger
picture of developing broader historical understandings. While an effort has been made to categorize each of the skills in the TEKS, some do not fit neatly into any
one category and there may be overlap between categories in the AP framework and the TEKS. Teachers should not feel constrained by these categories but
should strive to develop higher order thinking skills as part of preparing students for the AP exam and beyond.
AP US
History Skill
Types
Correlating
TEKS
§113.41(c)
Chronological Reasoning
2
12
Texas Required Content Knowledge and Skills
(2) History. The student understands traditional historical points of reference
in U.S. history from 1877 to the present.
(A) identify the major characteristics that define an historical era;
(B) identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics;
(C) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods; and
(D) explain the significance of the following years as turning points: 1898
(Spanish-American War), 1914-1918 (World War I), 1929 (the Great
Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch
ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr.
assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001
(terrorist attacks on World Trade Center and the Pentagon), and 2008
(election of first black president, Barack Obama).
(12) Geography. The student understands the impact of geographic factors
15
Teaching Implications
Students should be able to look at key events that
define given time periods and that serve as
milestones in the development of US history. In
addition, they should be able to establish cause and
effect relationships and be able to explain the
progression of history. Students should be able to
trace progression of ideas, movements, and themes
over time.
13
14
20
Chronological Reasoning
21
25
26
27
on major events.
(B) identify and explain reasons for changes in political boundaries such
as those resulting from statehood and international conflicts.
(B) analyze the causes and effects of changing demographic patterns
resulting from legal and illegal immigration to the United States.
(14) Geography. The student understands the relationship between
population growth and modernization on the physical environment.
(A) identify the effects of population growth and distribution on the
physical environment;
(20) Government. The student understands the changing relationships
among the three branches of the federal government.
(21) Government. The student understands the impact of constitutional
issues on American society.
(B) discuss historical reasons why the constitution has been amended;
and
(C) evaluate constitutional change in terms of strict construction versus
judicial interpretation.
(C) identify the impact of popular American culture on the rest of the world
over time; and
(D) analyze the global diffusion of American culture through the
entertainment industry via various media.
(26) Culture. The student understands how people from various groups
contribute to our national identity
(A) explain actions taken by people to expand economic opportunities
and political rights, including those for racial, ethnic, and religious
minorities as well as women, in American society;
(27) Science, technology, and society. The student understands the impact
of science, technology, and the free enterprise system on the economic
development of the United States.
(B) explain how specific needs result in scientific discoveries and
technological innovations in agriculture, the military, and medicine,
including vaccines; and
16
28
19
11
13
Comparison and
Contextualization
23
25
22
Crafting
Historical
Argument
30
32
(28) Science, technology, and society. The student understands the influence
of scientific discoveries, technological innovations, and the free enterprise
system on the standard of living in the United States.
(A) analyze how scientific discoveries, technological innovations, and
the application of these by the free enterprise system, including those in
transportation and communication, improve the standard of living in the
United States;
(19) Government. The student understands changes over time in the role of
government.
(D) analyze the impact of third parties on presidential elections;
(13) Geography. The student understands the causes and effects of
migration and immigration on American society.
(23) Citizenship. The student understands efforts to expand the democratic
process.
(A) identify and analyze methods of expanding the right to participate in
the democratic process, including lobbying, non-violent protesting,
litigation, and amendments to the U.S. Constitution;
(C) explain how participation in the democratic process reflects our
national ethos, patriotism, and civic responsibility as well as our
progress to build a "more perfect union."
(25) Culture. The student understands the relationship between the arts and
the times during which they were created.
(A) describe how the characteristics and issues in U.S. history have
been reflected in various genres of art, music, film, and literature;
(C) describe U.S. citizens as people from numerous places throughout the
world who hold a common bond in standing for certain self-evident truths.
(30) Social studies skills. The student communicates in written, oral, and
visual forms.
(A) create written, oral, and visual presentations of social studies
information;
(B) use correct social studies terminology to explain historical concepts;
and
(32) Social studies skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings.
(A) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
17
Students should be taught to look at historical
concepts in ways that allow them to develop both
chronological and thematic interpretations of history.
Students should develop the ability to communicate
their own thoughts and ideas in a number of ways,
including written and oral expressions.
11
Historical Interpretation and
Synthesis
22
24
24
26
29
29
29
29
29
Historical
Interpretation and
Synthesis
29
29
29
29
30
31
disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and
take action to implement a decision.
(B) identify significant social and political advocacy organizations, leaders,
and issues across the political spectrum;
(22) Citizenship. The student understands the concept of American
exceptionalism.
(24) Citizenship. The student understands the importance of effective
leadership in a constitutional republic.
(A) describe qualities of effective leadership; and
(C) explain how the contributions of people of various racial, ethnic, gender,
and religious groups shape American culture;
(29) Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of valid sources,
including electronic technology
(A) use a variety of both primary and secondary valid sources to acquire
information and to analyze and answer historical questions;
(B) analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing and contrasting, finding the main idea,
summarizing, making generalizations, making predictions, drawing
inferences, and drawing conclusions;
(C) understand how historians interpret the past (historiography) and how
their interpretations of history may change over time;
(D) use the process of historical inquiry to research, interpret, and use
multiple types of sources of evidence;
(E) evaluate the validity of a source based on language, corroboration with
other sources, and information about the author, including points of view,
frames of reference, and historical context;
(F) identify bias in written, oral, and visual material;
(G) identify and support with historical evidence a point of view on a social
studies issue or event; and
(H) use appropriate skills to analyze and interpret social studies information
such as maps, graphs, presentations, speeches, lectures, and political
cartoons.
(C) use different forms of media to convey information, including written to
visual and statistical to written or visual, using available computer software
as appropriate.
(31) Social studies skills. The student uses geographic tools to collect,
analyze, and interpret data.
18
Students should be taught to interpret information
from a variety of sources. Students should be
exposed to a variety of primary sources in a variety
of media, and should be taught to interpret data
presented in a number of forms (documents, charts,
graphs, maps, etc.). Students should also be able to
discuss how secondary sources are created and
how to identify and interpret bias in both primary and
secondary sources.
31
31
(A) create thematic maps, graphs, and charts representing various aspects of
the United States;
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, and available databases.
19